Introduction
To learn more about special education students and their needs, please feel free to browse this WebQuest. This WebQuest allows for parents, teachers, and students to log on and visit different websites that explain, define, and give helpful hints for ways to improve your knowledge of special education and how the use of technology can help benefit students with disabilities.
Everyone deserves to be treated equally and with this WebQuest, I hope that you feel more comfortable with special education and how many resources there are out there, that can help with any situation you may find yourself in.
There are plenty of resources on Cerebral Palsy, Autism, Down Syndrome, and Emotionally Disturbed children that can answer many frequently asked questions. These websites also allow you to get more involved in each organization and become more familar with these disabilities.
Task
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| For this task, you will be creating a lesson plan suitable for children and students with special needs geared towards technology. Make sure you take into consideration the hearing impaired, visually impaired, and physically impaired. This lesson plan should be a game or relay race that is done outside and able to be played by anyone |
Process
In order to create a lesson plan, please go to the website below and begin creating your own, special needs appropriate lesson plan. You can make a lesson plan for any special education gradel level K-6. You may also have a lesson plan that requires teacher assistants or aides to help them through the activity. Make sure to incorporate technology based activities into your plans.
Evaluation
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| Your rubrics will vary depending on what type of lesson plan you create. Make sure you make the rubrics appropriate for your students and age appropriate. |
Conclusion
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| Write a two page reflection paper on five things your learned about special education in general or a specific learning disability. Make sure to cite the resources used and add any of your own that you find. |
Credits
INTASC Standard 3: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
INTASC Standard 3.K.1: The teacher understands and can identify differences in approaches to learning and performance, including different learning styles, multiple intelligences, and performance modes, and can design instruction that helps use students’ strengths as a the basis for growth.
INTASC Standard 3.K.4: The teacher understands how students’ learning is influenced by individual experiences, talents, and prior learning , as well as language, culture, family and community values.
INTASC Standard 3.K.5: The teacher has a well-grounded framework for understanding cultural and community diversity and knows how to learn about and incorporate students’ experiences, cultures, and community resources into instruction.
INTASC Standard 9: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professional in the learning community) and who actively seeks out opportunities to grow professionally.
INTASC 9.K.2.: The teacher is aware of major areas of research on teaching and of resources available for professional learning (e.g. professional literature, colleagues, professional associations, professional development activities)
NCATE Standard 4: The unit designs, implements, and evaluates curriculum and experiences for candidate to acquire and apply the knowledge, skills, and dispositions necessary to help all students learn. These experiences include working with diverse higher education and school faculty, diverse candidates, and diverse students in K-12 schools.